01 Factory Schools For tribes, for nature, for all humanity

Factory Schools: Erasing indigenous identity

Whoever controls 01 Factory Schools the education of our children Foreword “I looked outside, my mom was flailing her arms, and she must have been controls our future crying, and I see my dad grabbing her, and I was wondering why, why my mom was struggling.” U.S. Wilma Mankiller, Cherokee Lynda Pahpasay McDonald was only five years old when she was taken from her Ojibwe family and sent to one of Canada’s notorious Indian Residential Schools. Over 6,000 children died in Canada’s Residential Schools – that’s one child in every 25 who attended these institutions. Survivors and their families remain traumatized to this day, suffering high rates of mental illness, addiction, and suicide. Similar schools have had devastating impacts on indigenous peoples across the Americas, Russia and Australasia. It seems inconceivable that such schools could exist today, yet right

Edited by Dr Jo Woodman now there are thousands of them across Africa, Asia and Latin America. First published 2019 Like the brutal boarding schools that existed in the U.S., these “Factory ISBN: 9781473326941 © Survival International Schools” aim to “reprogram” tribal children to conform to the dominant This book is based on the Survival report society. This systematic cultural erasure masquerading as education Factory Schools: Erasing indigenous identity damages millions of children, their families and communities worldwide. References and sources for the material in this publication can be found in the full report. Photo credits: Many tribal children in Factory Schools are today suffering emotional, Cover image: Papuan boys in a residential school in Jakarta, Indonesia. © Michael Bachelard physical, and sexual abuse and the loss of family and community life. Headstones © Charles Fox at The Inquirer Norieen Yakkob, Orang Asli girl, Malaysia. © Survival But there is another way: When indigenous education is in indigenous Infographic produced by Aimee Capstick hands, children, families and tribes can explore their potential together and Papuan boys, Indonesia. © Michael Bachelard flourish. Boa Senior, Andaman Islands, India. © Alok Das/Survival Children in lines, Kalinga Institute of Social Sciences, India. ©NGOAdvisor.net Survival International is campaigning to end Factory Schooling and give Enawene Nawe boy, Brazil. © Survival Cortney Lopez Photography for the Wôpanâak Language Reclamation Project wlrp.org tribal children the education and future they deserve, under their control. Sokola Rimba, Indonesia. © Jefri Amakia Yanomami child, Brazil. © Survival If you are moved by what you read here, please join our campaign at Innu youth, Canada. © Joanna Eede/Survival www.survivalinternational.org/factoryschools. Baka child, Cameroon. © Sarah Strader/ chasingtworabbits.org 03 Factory Schools

The kind of education “We cannot fathom that any they are in need of is one that will... cause nation in today’s world would them to look with feelings of repugnance consider interning any children, on their native state in a ‘residential school’ given George Wilson, 1882 U.S. the horrific history associated with these types of schools in Canada and other parts of the world.” Michael Cachagee, National Residential School Survivors Society,

Canada

Estimated numbers of tribal children in Factory Schools in key countries today:

Bangladesh 290,000 Botswana 7,000 India 1,000,000 There are almost 200 Indonesia 1,000,000 graves in the cemetery at Malaysia 130,000 Carlisle Industrial School, Russia 40,000 U.S, including 14 marked Total for these countries 2,467,000 simply “unknown.” 05 Factory Schools

What are Factory Schools? Why do Factory Schools exist?

The Canadian Factory Schools aim to “reprogram” tribal and It is a genocidal Factory Schools are founded on the racist government pursued indigenous children to fit the dominant society, situation. It feels like our assumption of the superiority of the dominant this policy of cultural divorcing them from their families, lands, youth are going up in culture and the need to make tribal and genocide because smoke cultures, languages and ways of life. indigenous people fit the “mainstream” – it wished to divest Joselyn Terese, President linguistically, economically and culturally. itself of its legal and Until the late 20th century, Factory Schools in of the Advisory Council for financial obligations to Amerindian People of Guiana the U.S. and Canada aimed explicitly to “kill the French Guiana Three main motives underlie Factory Schooling: Aboriginal people and Indian” in indigenous children by erasing their gain control over their Firstly, it is used as a means of quashing identities and remolding them as a labor force land and resources independence, such as in Indonesia where for the national economy. Final report of the Truth and the government uses schooling to “pacify” Reconciliation Commission The Truth and Reconciliation Commission indigenous Papuans and instil nationalism. Canada in Canada concluded this schooling policy Secondly, missionizing schooling – whether amounted to “cultural genocide” and that Christian, Hindu or Islamic – is still pervasive 6,000 children died. Some estimate as many worldwide, undermining indigenous religions, as 10,000 children died in boarding schools in cultural practices and ways of life. the U.S. – hundreds died in just one school: the Carlisle Industrial School. Profound and Thirdly, Factory Schools are a tool to break the pervasive damage was also inflicted on deep connection between tribal peoples and indigenous communities by Factory Schools in their lands and skew community opinion in South America, Australasia and Russia. favour of exploitative enterprises and extractive industries, enabling the theft of tribal lands. Yet this model of schooling exists today with the same fundamental goals: the assimilation of Many Factory Schools are run in the misguided tribal peoples to serve the industrial economy, belief that they are the best way for tribal and the erasure of their culture and lifeways. Number of residential children to “progress.” Some children do flourish Number of government- schools run by tribal and achieve mainstream success, but often The world’s biggest residential school is in India. affairs departments in funded Native boarding at grave costs to their culture and identity. schools in the U.S. in the It holds 27,000 tribal children and its stated India in 2014: Schooling should not carry such a hefty pricetag 1900s : mission is to “turn liabilities into assets.” It plans 7,147 and, as detailed below, does not need to. 357 to reach two million children in a decade. Killing the child Across India, hundreds of tribal children die every year in residential schools. Disturbed, traumatized, haunted Eureka Mokibelo, Bushman Botswana 09 Factory Schools

Factory Schooling kills children We have to change this Factory Schools endanger children’s mental system, so no more and physical health and can cause death by families have to go abuse, gross neglect, dangerous and insanitary through this conditions, escape attempts by desperate Midah, mother of Norieen, pictured left, and of her son students, and suicide. Haikal who died. A lack of hostel supervisors – as reported across Temiar Orang Asli Malaysia Asia and Africa – leaves children extremely vulnerable. High rates of malnutrition and diseases related to poor hygiene are reported in tribal residential schools across India. Emotional, physical, racial and sexual abuse are rife in Factory Schools and are often underreported. Perpetrators are rarely punished. In Maharashtra state, India, over one thousand tribal children died in residential schools between 2000-2015, including over 30 suicides. The trauma of such abuse has terrible impacts on future generations too – as experienced in North America and Australia.

Malaysia’s schooling for Orang Asli children like Norieen (left) aims to assimilate them into the dominant society. Norieen and her brother Haikal were Norieen Yaakob of the among seven children who fled their Temiar tribe was found residential school in fear of a beating from 46 days after running teachers; only two survived. The school’s away from her residential response was to build a better fence. school in Malaysia. 10 Factory Schools 11 Factory Schools

Historic Factory Schooling Current Factory Schooling Parents … had their Deaths: In the early years, half the residential The general condition Deaths: Malnutrition, neglect and unsanitary children ripped out of school “inmates” in Canada died. In Australia, of ashram [residential] conditions are daily hazards at many Factory their arms, taken to a children in residential institutions suffered abuse schools is most Schools. High rates of suicide are reported in distant and unknown dehumanizing, place, never to be and neglect leading to death directly or by hazardous and tribal and indigenous communities where children seen again. Buried in suicide. The Boarding School Healing Coalition unhygienic for children are separated from their languages, families and an unmarked grave, is investigating deaths in U.S. schools, caused to live cultures, such as Amerindian people in French long ago forgotten and by accidents, illness, abuse and suicide. DAATRI study of residential Guiana. schooling, 2011 India overgrown. Abuse: One in ten Aboriginal girls in institutions Abuse: Sexual abuse of tribal children in Factory Marie Wilson, Truth & Reconciliation Commissioner, in Australia reported sexual abuse; in Canada Schools has been reported across Botswana, 2015 Canada 38,000 claims of serious physical, sexual or Burundi, India, Indonesia, Malaysia and Uganda. emotional abuse have been lodged. Racism: Deeply offensive and degrading racial I got told my Racism: The Australian government’s removal discrimination traumatizes and alienates children Aboriginality when I of Aboriginal children from their families aimed worldwide. Many schools still describe tribal got whipped and they’d say, “You Abo, you to extinguish the Aboriginal race. The same was peoples as “primitive” and entirely exclude their nigger.” That was the true across North America where the aim was to history. Children from many tribes have reported only time I got told my “Kill the Indian, save the man.” to Survival the impact this has on them. Aboriginality Trauma: A study in Canada found over 60% of Trauma: our research has only revealed the tip of Testimony of Aboriginal person removed from their residential school survivors met the criteria for the iceberg - it may take generations to expose family in 1967 Australia Post Traumatic Stress Disorder. the full impacts of today’s Factory Schools.

“Indian children should be withdrawn Staff from the government agency as much as possible from the parental “developing” the Dongria Kondh tribe of influence, and the only way to do that would Estimated deaths of Reported deaths of Odisha state, India, explain why residential be to put them in central training industrial indigenous children tribal children in schooling is good for the tribe: “It puts schools where they will acquire the habits in Canada’s residential residential schools in distance between the child and her family.” schools from 1883- and modes of thought of white men.” just one state in India The aim is to divorce children from their 1996: John A MacDonald, Canada’s first Prime between 2001-2016: tribal roots and make them “fit” into the Minister, 1883 “mainstream” society. 6,000 1,463 Historic Factory Current Factory Schooling Schooling

% 6,000 1,463 40 1:2 percentage of the world ratio of children who number of children official number of children population who lack died in the early years who died in Canada’s who died in residential access to education in of Canada’s residential schools schools in Maharashtra, a language they speak residential schools 1883-1996 India between 2001-2016 or understand

38,000 83% the number of registered percentage of 2million 11 claims of physical, sexual school-aged indigenous number of staff arrested or emotional abuse children in boarding estimated number of from one school in suffered in Canadian schools in the USA children in Factory Maharashtra on charges residential schools by 1926 Schools worldwide today of sexually abusing girls Destroying the family 01 Factory Schools Many schools teach tribal children to be ashamed of their families. You are making our children aliens in our own homes

Oraon parents India 17 Factory Schools

Factory Schools tear families apart If the school is in our Parents are often coerced into sending children community, in the to Factory Schools very far from home, with evening we can be with the false promise that this is in the child’s best our parents, family interests. Many schools allow children home only and friends. In Ashram school, we feel like we once a year; some do not allow children home are living in jails for years at a time. Parents are often forbidden Cholnaikan children India to visit the children’s hostels, or financially unable to. This divorce from family life denies children a A lot of young people chance to grow up in a loving home and develop nowadays feel like parenting skills that they will need in the future. nobody cares for them. The parents are not Factory Schools often teach children to to blame for that. It’s be ashamed of their relatives, culture and residential school, community. Children can be banned from because our elders, speaking their own language, or told to preach people that attended residential school, they alien ideas or beliefs to their families when didn’t get the love that they go home. Once a religious, linguistic they needed or aspirational gulf has opened up between Clarissa, 14 year old generations, it is hard to keep the family, and Attawapiskat girl Canada community, from splintering entirely.

Boys from West Papua have been taken to Jakarta by religious organizations promising education, but delivering Papuan boys who were indoctrination and a total divorce from their taken from their families families and cultures. Some children are and sent nearly 2,000 encouraged to return to their communities miles to the Indonesian to missionize; others never see their capital, Jakarta, for Islamic families again. schooling. Destroying tribes Teaching children to be ashamed of their tribe and their language destroys tribal peoples. My god, the pain, abuse and spiritual confusion is horrific

Gilbert Oskaboose, Ojibwe Canada 21 Factory Schools

Factory Schools threaten the future of tribal peoples It seems the very word Factory Schools tell children that the beliefs education is bringing and knowledge of their people are “backwards” the end of the Bushman or wrong. Children may then not want to learn culture. Education, education, education - these skills, or feel ashamed of knowing them. we are losing our culture Often children take home nationalistic or because of education religious zeal – which can cause catastrophic Roy Sesana, Bushman Botswana divides in their communities. Millions of tribal children are forbidden or discouraged from What do these [Factory speaking their mother tongue; by some Schooled] kids know? estimates, up to 90% of the world’s languages They sit within four will have disappeared by the end of the century. walls all day. They are lost in the forest, which Thousands of years of collective wisdom, is our mother understanding, and insight can be lost within Tille Kolaka, Dongria Kondh a generation if it is not passed on before older India people die. If children abandon their tribal lands, or have not been taught the skills to read, understand, and manage their environment, the biodiversity and natural habitats of their area are threatened.

“If the language is alive, only then will our culture thrive. Losing our language, we will lose our identity, our forests, our rivers and Boa Senior – who died in our mountains. The government will get 2010 – was the last of her an opportunity to say that there is no tribal people, the Bo tribe, of the language, so there is no tribal population Andaman Islands, India here, and take away our land.” and the last speaker of Lado Sikaka, Dongria Kondh. their language. Creating tax payers Why do governments treat tribal children this way? To control them, their lands and resources. Transforming “liabilities” into “assets”

Kalinga Institute of Social Sciences (KISS) school India 25 Factory Schools

Motives behind schooling The company [Vedanta] Factory Schooling serves the interests of states says it is supporting KISS to keep our and corporations which seek control over tribal Dongria children there. peoples and their lands. Extractive industries What KISS offers is a in India, Mexico and beyond support schools company education. They think it is a smart which – directly or indirectly – teach children to way to cheat us. It’s a embrace mining and industrial development, way to threaten people and reject the connection their people have to who are protesting and resisting to make their lands. them give away the mountains. They would Religious conversion is another motive. In want our children to Bangladesh and Indonesia Islamic missionizing study at KISS school and underscores much tribal schooling; in join the police force to threaten us South America various Christian churches Laxman Pusika, Dongria run residential mission schools. Hindu Kondh India fundamentalists in India target tribal children for conversion via schooling. States also use schooling as a means of inculcating patriotism and quashing independence movements, as in West Papua.

Multinational company Vedanta Resources wanted to mine on a mountain sacred Some of the 27,000 pupils to India’s Dongria Kondh tribe, but they at the giant KISS school strongly and successfully resisted. Vedanta in Odisha, India, which announced that it would fund 100 Dongria states that it aims to children to go to KISS school (left). The turn tribal children from school now says it never took the money, “tax consumers” to “tax but was Vedanta hoping this would change payers,” from “liabilities” Dongria attitudes to mining and their land? to “assets.” Tribal education Tribal children who do not go to school are not uneducated: They receive a wealth of learning on their land. We have the knowledge needed to live wholesome lives

Lodu Sikaka, Dongria Kondh India 28 Factory Schools 29 Factory Schools

Racist assumptions in schools Education outside school

If only they went to Global calls for “education for all,” with a “one- Our knowledge has not On their land, in their community, tribal children school, they would be size-fits-all” model of compulsory schooling, been written down by learn complex, specific skills and knowledge, people assume that outsiders know best how to us – on the contrary: We dance it, we draw it, we enabling them to live well on their land and Non-Bushman person, talking educate indigenous children and that children about Bushman children narrate it, we sing it, we nurture it for future generations. Botswana who do not go to school are uneducated. practice it Evenki children learn to herd reindeer across the Imposing a national curriculum, timetable, Ole Henrik Magga, Sami Arctic tundra; Bushmen children learn to find linguist Norway I am tired of teaching calendar and language can cause great harm food and water in the Kalahari desert; Dongria Korku children because to tribal communities, undermining self- Kondh families gather 200 forest foods and no matter how many determination. We are educated in the times I hit them, nothing grow over 100 crops. This knowledge takes things we know. We can generations to accumulate and years to master. seems to go into their Most national curricula ignore, airbrush or deny pass on our knowledge heads indigenous histories, knowledge, religions and to the rest of the world. Generally, indigenous learning methods are led Teacher India lifeways – which will all be lost if generations are I can be a lecturer, even by, and tailored to, the child, involve story-telling schooled in this way. though I have not been and ceremonies, and combine the spiritual and to school In schools, students and Schools for tribal children are often woefully the practical. Such learning is, however, invisible even teachers call us Daquoo Xukuri, Bushman to, and unvalued by, Factory Schooling. dirty. They call us pigs, under-resourced and are frequently staffed by Botswana they call us dogs teachers who view them with racist disdain. Orang Asli Malaysia Tribal children then disproportionately fail or drop out – left only with a sense of dislocation and “[The Jarawa tribe’s] knowledge of failure by a system that has failed them. indigenous plants, herbs, diseases, and creatures of the jungle is immense and needs no schooling. No one can A 2016 history and geography textbook in really educate them further. It is we who French Guiana has not one single mention need to be educated because soon all of Amerindian peoples. The areas where this knowledge will evaporate, with the they live are blank on the book’s maps imminent danger of the extinction of the tribe.” Professor Anvita Abbi, India Taking back control Worldwide, tribal communities are taking control of their education: On their terms, on their land, in their language. The goal of education is to empower people

Butet Manurung, Orang Rimba Malaysia 33 Factory Schools

Taking control of education Education should Across the world, indigenous and tribal peoples make a person proud are taking back, or refusing to relinquish, control of who he or she is, and of their education. From the Yanomami and therefore not take them away from their origins Enawene Nawe of Brazil to community-scale and language projects across Asia, and Sami colleges in James Tshabu Morris, Scandinavia, these initiatives focus on rebuilding Bushman Botswana children’s pride in themselves, their communities and peoples. At the heart of many schemes is the revitalization of indigenous languages. Rapidly declining knowledge of the Maori language led communities to establish mother-tongue schooling from pre-school to PhD level across New Zealand – with great results. Learning in your mother tongue has been proven to enhance a child’s achievement and wellbeing, and is vital for the future of tribal peoples. Beyond language, indigenous-controlled education can firmly re-establish a tribe’s values and knowledge, and can connect generations torn apart by Factory Schooling. It can also revitalize land-based skills and environmental protection, because the relationship with their land is fundamental to all tribal peoples and at the heart of their indigenous education. An Enawene Nawe boy, Brazil helping construct a fishing dam with his community. 0135 Factory Schools

Our language is our life

Education should Language revitalization programs and immersion make a person proud schools are bringing back languages that had of who he or she is, and almost become extinct, and raising generations therefore not take them away from their origins of children who are embedded in their culture and language and proud of their identity. James Tshabu Morris, The Wôpanâak Language Reclamation Project Bushman Botswana was started in 1993 in Massachusetts. For the We will educate our previous 150 years there had been no fluent own ... as long as the speakers. The language has been lovingly sun shines, grass grows restored from an extensive body of historical and water flows. We will material written by members of the Wampanoag learn based on the land tribes. Now children in the immersion school are Andrea Landry, Anishinaabe Canada becoming fluent speakers. In Hawaii, vibrant language revitalization is occuring. The culture, language and ethos of Nā​wahīokalani’ōpu’u school, for example, are deeply Hawaiian. It aspires for children to “bring honor to ancestors, seek and attain knowledge to sustain family and to contribute to the well- being and florishing of the Hawaiian language and culture.” Across the world, schools and programs like these are raising generations of indigenous children who are thriving. This is thanks to Mukayuhsak Weekuw education being embedded in their communities (The Children’s House), U.S. at Wôpanâak and under indigenous control, leading to a Language Reclamation strong foundation in their language and culture. Project. Flexible schooling Why should tribal children lose so much in exchange for schooling? Why can’t they gain the knowledge they need, on their terms? School must adapt to us Baka Cameroon 39 Factory Schools

Learning on our land The government Where Factory Schooling is not imposed on imposes its own ideas. them, indigenous communities usually choose It imposes another to combine their traditional education with those language. We develop our own language, our elements of outside schooling that are useful to own culture. Here we them. Learning is embedded in the community: share learning and learn on their land, in their language, on their terms from each other – even with a curriculum tailored to the their needs the youngest child can including: math skills; language skills; mapping contribute. We want our skills for demarcating their lands; medical skills children to learn about to address newly introduced diseases; and legal freedom and dignity and to value all human tools to protect their lands and rights. beings By giving children a nurturing, culturally- Zapatista autonomous school appropriate start to their education, these movement Mexico approaches then enable children to access external schooling, if they so wish. They are only possible, however, if state schooling with a national curriculum is not compulsory and where indigenous peoples’ internationally recognized right to control their education is upheld.

“A” is for “Autonomy” Learning in a Zapatista Autonomous school is about respect: Respect for the autonomy of the child, the self- determination of the community and the respect for other peoples and other ways Sokola Rimba, the Jungle of life. School, Indonesia. Learning as a community Education does not necessarily mean school: Some communities are learning together their way.

Whoever controls the education of our children controls our future

Wilma Mankiller, Cherokee U.S. 43 Factory Schools

Learning together White people say they Western-style schooling has become so are intelligent. But ubiquitous it seems the only way to teach. But we are not any less many tribal communities prefer to learn together intelligent. Our thoughts unfurl in every direction – adults and children – and want formalized and our words are teaching to fit around all the other learning ancient and numerous. children do all day, every day. They are the words of The Enawene Nawe of the Brazilian Amazon our ancestors developed an education project to teach the Davi Kopenawa, Yanomami Brazil skills and knowledge from outside that they decided they needed to the whole community in the evenings, in their communal building. Children were not the target group: They have so much to learn already. Many Yanomami communities have followed a similar path, based firmly on respect for their own knowledge and ways of learning and living.

Yanomami children are extremely knowledgeable about the wildlife around them, and this knowledge forms the heart of their education. A typical lesson would focus, for example, on local birds. Starting with an exploration of their knowledge, the class would build up reading, writing, drawing and science skills themed around local birds. Yanomami child, Brazil. Healing the wounds In Canada and Australia, communities are reconnecting young people to their lands and knowledge. When you’re “in Country” you walk with your head held high

William Watson, Nyikina man Australia 47 Factory Schools

Healing the wounds A real teacher is Indigenous communities are healing the trauma somebody that leads inflicted by generations of Factory Schooling by example. You learn through projects which reconnect youth to their in the country, you see it, you feel it, you hear language, land, history, and older generations. stories and that’s what In the U.S., many Native communities have makes you strong asserted self-determination and taken control of Apitet Andrew, Innu Canada schools that were previously run as government boarding schools; or have established language revitalization programmes, which immerse students in their mother tongue from preschool. In Australia, the Yiriman project takes Aboriginal youth out into their Country and teaches them the stories of their people, giving them skills to live well on their land. In Canada many First Nations have established indigenous education programs. The Tshikapisk Foundation takes Innu youth into the land, restoring their faith in themselves, giving them skills and knowledge and reconnecting them to their language and traditional ways of living.

Innu youth on a trek on Violence and suicide are the top two their land, Canada. The causes of death for indigenous youth in the logo on their parkas reads U.S. Reconnecting with one’s indigenous “In memory of Justin.” identity, land and knowledge can bring He was an Innu teenager down spiraling suicide rates and return who had recently hope and cohesion to communities. committed suicide. 49 Factory Schools

Bright futures

How can we be Education is a fundamental right for all children. backward when we For tribal and indigenous children it cannot be know how to protect the divorced from their rights to learn in their mother rainforest? How can we be primitive when our tongue, practice their culture and religion and people live peacefully have a family life. together in communities All tribal and indigenous children should be that are kind to each other, and that make us able to access an education that enriches their strong? How can we be lives and fulfills these rights. And their parents stupid when our instinct and communities should be able to exercise is to protect, not destroy real control over what their children learn, who the environment? The teaches them, where they go to study and what children play and learn language they learn in. They should have real as nature teaches us choices rather than having to send their children Davi Kopenawa, Yanomami

Brazil to a Factory School. It’s not rocket science! Indigenous control over education is both a right and a necessity, for today’s children and for the tribal peoples of tomorrow.

“Indigenous peoples have the right to establish and control their educational systems and institutions providing Baka children who education in their own languages, in are learning to “chase a manner appropriate to their cultural two rabbits at once” – methods of teaching and learning.” both their indigenous knowledge and schooling UN Declaration on the Rights of Indigenous from outside their Peoples community, Cameroon. Together we0138 FactorySchool can can Schools kill stop Factory Schools. Please join us.

Conclusion Tribal children need your support It is the dominant For tribal and indigenous children to have Join our campaign for indigenous people to be culture schooling schooling that really educates and empowers in control of their own education. system that is failing. them, it needs to: The [Yolngu] traditional www.survivalinternational.org/factoryschools schools and universities • Be under indigenous control, including the still operate very curriculum, timetable and calendar; effectively ... despite Donate dominant culture • Contribute to, rather than undermine, their opposition and lack of self-determination; We take no money from governments or support big corporations so our integrity is never • Use and nurture their own language; Richard Turner, working with compromised. We rely entirely on your donations Yolngu communities to keep fighting for tribal peoples worldwide. Australia • Be local to the community and enhance children’s connection to their land; www.survivalinternational.org/donate Experience with other indigenous groups has • Help them understand their rights so they can better defend their lands and determine their shown that if you put Follow #FactorySchools children in uniform, own futures. feed them, educate Help us grow the call to stop Factory Schools by them to make them liking and sharing our posts on social media. “economically viable” The future of schooling for tribal children doesn’t you will de-skill and have to repeat the mistakes of the past. de-culture them Spread the word Heggy Wyatt, working with the Survival International is campaigning to end Enawene Nawe Brazil Factory Schooling so indigenous children get the Talk to people about Factory Schools. Help us education and future they deserve. harness a tide of public opinion to finally end this If our report spoke to you, please take action dangerous education system. now to ensure its message is spread as widely as possible. Distribute this booklet With your help, we can end Factory Schooling We’d love to send you free copies! Drop us an for good. email: [email protected] Schooling should give a About Survival International We are the global movement for tribal peoples. We’re fighting for their feeling of love, care, nurturing survival around the world. We’ve offices in France, Germany, Italy, Spain, and joy to the indigenous UK and the U.S. and supporters in over 100 countries. Founded in 1969. child, but mentally, these Our mission To give tribal peoples a platform to speak to the world and to bring about a Factory Schools are killing radical change in public opinion. us. I wish for all of us to have Our vision an education system that A world in which tribal peoples are respected as our contemporaries and promotes, protects and their human rights upheld. enhances humanity and Our work We work in partnership with tribal peoples to help them defend their lives Mother Earth. As a child feels and lands. We investigate atrocities then expose crimes using global media campaigns.We lobby the governments, companies and NGOs that violate confidence in her mother’s tribal rights. We speak truth to power and we win against all odds. lap, so an indigenous child should feel confident in their identity Follow, comment, share and join the conversation: Nicholas Barla, Oraon India

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